|Title:||An Assessment Of The Management Of Distance Education For Upper Primary School Teachers In Ethiopia|
|???metadata.dc.contributor.*???:||Ayalew Shibeshi. (Ato)|
|Keywords:||assessment of the management|
|Publisher:||Addis Ababa University|
|Abstract:||The main purpose of this study was to undertake a systematic assessment of the management of distance education for upper primary school teachers and thereby to single out the strength ond weaknesses of the program and eventuolly to provide alternative recommendations against the identifíed problems. To this end, answers to the basic questions pertaining to the manner of course development, production and distribution; the nature of the management of the tutors; the characteristics of the student support service; the monner of budget preparation; and the most important constraints that affected the program were sought for. The research methodology employed in this study was descriptive survey. Accordlngly, survey questionnaires and interview question items were prepared and pilot tested and administered to a sample of 378 subjects composed of 240 tutees, l04 tutors, 13 tutorial centre coordinators, i5 university personnel, 5 heads of the distance education departments of the regional education bureaus and the head of the distance education department of educational media agency. ln aggregate, 99.9 per cent of the questionnaires were property filled in and returned, and data analysis made using both descriptive and inferential statistics such as percentages, weighted means, chi- square tests, t-tests, ond Spearman 's rank order correlation coefficient test. The findings of the study showed that except for the development of quality course curriculum, the program was characterized by o multitude of problems. Chief among them were delay in the development, production, and distribution of course materials; different sorts of tutor-related, tutee-related ond credit-related problems associated to assígnments for exchange; schedule-related, content-related, and disciplíne-related problems pertinent to exams; lack of full-fledged counseling service to the learners; absence or incompleteness of resource rooms; irregularity of tutorial sessions: and lack of continued training, supervision, and reinforcement scheme in relation to the tutors. Recommendations were also forwarded in the interest of addressing these issues. Included were: policy issues that concentrate on the institutionalization (in higher education institutions) of administrative structure for distance education, the establishment of a unit that would take care of the production and distribution of the course modules, the provision of efficient, comprehensive and multidimensional student support services, and the proper management of faculty as well as tutors.|
|Appears in Collections:||Thesis - Educational Planning & Management|
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